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Grade 3 Mathematics
Unit 3 Properties of Multiplication and Division 6,7,8 and Multiples of 10.
Date: Nov 3rd – Dec 19th
Standard(s):
Priority
3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities,
e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
Supporting
3.OA.1 Interpret products of whole numbers, e.g., interpret 5×7 as the total number of objects in 5 groups of 7 objects each, or 7 groups of 5 objects
each. For example, describe a context in which a total number of objects can be expressed as 5×7.
Big Idea
I can use pictures, words, and numbers to solve multiplication and division problems
Teacher note: For example, arrays, equal groups, a number line, repeated addition, measurement division, partitive division, and repeated
subtraction. Flip book pages:7-9
Essential
Question
Standard(s):
Priority
How can you solve multiplication or division problems without using numbers?
3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the
unknown number that makes the equation true in each of the equations 8×?=48, 5=?÷3, 6×6=?
Supporting
3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56÷8 as the number of objects in each share when 56 objects are
partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a
context in which a number of shares or a number of groups can be expressed as 56÷8.
3.OA. 5 Apply properties of operations as strategies to multiply and
divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also
known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3
× 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30.
(Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 +
16 = 56. (Distributive property.)
3.OA.6 Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by
8.
3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5
= 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the
relationship between addition and subtraction.
3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 x 80, 5 x 60) using strategies based on place value and
properties of operations.
Big Idea
Essential
Questions
Multiplication and division are the opposite of each other.
How are multiplication and division related?
3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the
unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
3.OA.1 Interpret products of whole numbers, e.g., interpret 5×7 as the total number of objects in 5 groups of 7 objects each, or 7 groups of 5 objects
each. For example, describe a context in which a total number of objects can be expressed as 5×7.
Standard(s):
Priority
Supporting
3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56÷8 as the number of objects in each share when 56 objects are
partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a
context in which a number of shares or a number of groups can be expressed as 56÷8.
3.OA. 5 Apply properties of operations as strategies to multiply and
divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also
known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3
× 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30.
(Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 +
16 = 56. (Distributive property.)
3.OA.6 Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by
8.
3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5
= 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the
relationship between addition and subtraction.
Order of operations helps us organize our work to understand what comes first and why.
Big Idea
Essential
Questions
Estimation is used to judge the reasonableness of an answer.
How does order of operations help us solve multi-step word problems?
Why would you use estimation to help solve a word problem?
Standard(s):
Priority
Supporting
3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of
operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal
addends.
3.OA.1 Interpret products of whole numbers, e.g., interpret 5×7 as the total number of objects in 5 groups of 7 objects each, or 7 groups of 5 objects
each. For example, describe a context in which a total number of objects can be expressed as 5×7.
3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56÷8 as the number of objects in each share when 56 objects are
partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a
context in which a number of shares or a number of groups can be expressed as 56÷8.
3.OA. 5 Apply properties of operations as strategies to multiply and
divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also
known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3
× 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30.
(Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 +
16 = 56. (Distributive property.)
3.OA.6 Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by
8.
3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5
= 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the
relationship between addition and subtraction.
3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 x 80, 5 x 60) using strategies based on place value
and properties of operations.
Big Idea
Understanding number patterns helps us make sense of numbers and their relationships.
How does addition and multiplication help us understand number patterns?
Essential
Questions
Houghton Mifflin California Math Grade 3 Textbook (MUSD Current Curriculum):
CH5 MULTIPLICATION CONCEPTS (EMBED 3.OA.9 PROP OF OPERATIONS)
CH6 MULTIPLICATION PATTERNS (EMBED 3.OA.9 PROP OF OPERATIONS)
CH19 MULTIPLY WITH MULTIPLES OF 10 (EMBED 3.NBT.3 (EX 9 X 80, 5X 60) MULTIPLY WITH MULTIPLES OF 10 (FROM 10 TO 90))
NS2.4 TO 3.OA.1 & 3.OA.7-ASKS FOR FLUENCY WITH NUMBERS WITHIN 100
Resources
engageNY-Module 3
ARRAYS ON PLACE VALUE CHART
Instructional
Note
HIDE THE ZERO CARDS
AREA MODELS